Educators are at the Heart of Digital Transformation

Katya Provornaya from the Group for Education in Museums (GEM) shares how museum educators across the United Kingdom are the driving force behind making digital tools actually work for audiences — from rural schools and home-educated children to underrepresented communities. She discusses how GEM is leading sector-wide research and upskilling efforts, and why the most intentional digital learning strategies start not with technology, but with the people designing the experiences. Learn more about Group for Education in Museums .  

Museums often talk about going beyond the walls to reach audiences—but what if the museum has no walls at all? After the Rubin Museum of Himalayan Art closed its doors in 2024, it has engaged more audiences than ever through "trans-mediated experiences" spanning exhibitions, digital platforms, and partnerships.  Kimon Keramidas, Head of Digital Content and Strategy at the Rubin, demonstrates how this deliberate approach can help museums serve as bastions of critical thinking and future-proof our sector against whatever the next hype cycle brings. Plus, Kimon designs his dream museum studies degree program in our game!  

Museums don't run without people. Yet workforce development remains underfunded and undervalued despite being critical to everything museums do. It cultivates community, increases retention, leads to employee happiness, and it's a way to future-proof the sector.  Tamsin Russell, Workforce Development Lead at the Museums Association, creates multiple opportunities for its 13,000 members to grow. In this episode she shares her overall approach to developing these programs - ensuring they are relevant and even slightly provocative - while diving deep into their online learning offering. Plus, a game that ties together hot dog vendors, nuclear engineers on a submarine, wedding DJs and museum staff.  

Social enterprise—using business strategies to achieve social goals—is common in the nonprofit world but newer to museums. Ian Ellard, Head of the V&A Academy at the Victoria and Albert Museum, sees an opportunity for museums to break free of old models with this approach. We dive deep into what social enterprise actually means, what it looks like in a museum context, and explore the nuances of using business strategies and financial success to support the public value of a museum. Plus, hear how ancient Greek wisdom can help solve modern online learning challenges.      

Evaluating online learning often flummoxes museum educators, but it doesn't have to. Jeanine Ancelet, Principal at Audience Focus, helps bust that myth with smart, doable strategies for making evaluation meaningful and manageable. Hear practical tips for measuring on-demand resources, interpreting YouTube metrics, and designing inclusive evaluations across ages. And, find out why you might already be sitting on a gold mine of data. Jeanine also shares the guiding philosophy behind her 18 years of evaluation work. Plus, how do her skills as a trained Master Naturalist shape the way she visits museums? Stay tuned to the end to find out! Audience Focus: https://www.audiencefocusus.com/

"How much social impact do we get for a dollar?" That's the question Katy Scott, Director of Education Program Strategy at Monterey Bay Aquarium, is asking as her team explores what social impact actually means in practice, especially when it comes to online learning. Social impact has become a buzzword in museums, but Katy shares how her team is defining it through the intersection of environmental education, maker education, and equity education. While they don't have a formal definition yet, discover how online learning can create "hyperlocal" impact at global scale. Katy reveals why the future of meaningful social impact lies not just in reaching more people, but in empowering communities to innovate solutions for their own local challenges.   Plus, what do girl scout cookies and social impact have in common? Listen to the end to find out!  

Are we stuck in a doom loop of bland, poorly designed online learning, especially as AI plays a larger role in developing digital content? Mark Otter, CEO and Founder of Participate, shares why communities of practice, grounded in peer-to-peer learning and shared purpose, may be our best way out. We dig into how these communities fuel meaningful engagement and powerful learning. Plus, what does a hawaiian shirt, rubber band ball, and office key card have to do with a community of practice? Stay tuned to the end to find out!   Participate: https://www.participate.com/

Dr. Lauren Vargas focuses a lot of her work with institutions on the strategy and design of their digital ecosystem -- including how to engage and build communities. This was increasingly important with the pivot to digital programs in the pandemic and our conversation explores best practices for engaging and empathizing with that community; how to remain relevant and grow; and how to create a community pact that creates norms and expectations for the members.  Dr. Lauren Vargas, is owner of the consultancy, Your Digital Tattoo and a One-by-One research associate with the University of Leicester. 

Sina Bahram, President of Prime Access Consulting, provides insight into how to approach accessibility when designing a distance learning program. From platform providers to the learner experience, we dive into best practices, practical tips, and more.  But most importantly, he advises, "start small and [don't] be overwhelmed by all of the things...check your websites for some accessibility best practices. Talk to persons with varying abilities in your evaluation methodologies...And understand that you will not get it right overnight. You just won't. But, you need to start and then build that momentum and inertia over time."

Kristin Smith, Project Manager at the North Carolina Museum of Art, shares her experience of creating an online course for educators about social emotional learning (SEL), including the structure of the course; the benefits and challenges of teaching this content online; and why museums have a responsibility to create ways for visitors to learn about SEL.